Literaturnachweis - Detailanzeige
| Autor/inn/en | Somers, Marie-Andree; McEwan, Patrick J.; Willms, Douglas J. |
|---|---|
| Titel | How effective are private schools in Latin America? |
| Quelle | In: Comparative education review, 48 (2004) 1, S. 48-69Infoseite zur Zeitschrift |
| Beigaben | Tabellen 7; Grafiken 2 |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Empirische Untersuchung; Vergleich; Soziale Herkunft; Familie; Schule; Öffentliche Schule; Privatschule; Schüler; Schülerleistung; Effizienz; Leistung; Lateinamerika |
| Abstract | "Voucher plans... rest on a common supposition: that private schools are relatively more effective than public schools at improving student outcomes. Relative effectiveness - which has also been called the ' private school effect' - is defined here as the difference between public and private school outcomes, net of students' socioeconomic status and other factors pertainig to their family background." This article uses data from a UNESCO study in 13 Latin American countries - which measured the "third-and fourth-grade achievement in language and mathematics, as well as background surveys from students, parents, teachers, and principals - to assess the relative effectiveness of private and public schools in 10 of these countries. In particular, the article argues that many prior studies have misrepresented the private school effect by failing to control for the characteristics of student peer groups. In these studies, the achievement gap between the two sectors may partly or entirely reflect the effects of better peer group characteristics, as opposed to any substantive imapct of private school practices or efficiency on the outcomes of their students. The results suggest that conditioning on a complete set of student, family, and peer characteristics explains a large portion of the observed difference in achievement between public and private schools. Across the 10 countries... the mean private school effect is approximately zero. The relative consistency of these findings is striking, given the diversity in the size and institutional features of the private sector across countries." (DIPF/Orig./Bi.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2005_(CD) |
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